New Matrix follows the principles of the previous edition, with emphasis on maximizing performance in the school-leaving exam through a focus on exam tasks and techniques and thought-provoking, demanding material.
What is different about the TOEFL iBT test? • It tests all four language skills that are important for effective communication: speaking, listening, reading, and writing. The emphasis will be on using English to communicate. • It will be delivered via the Internet in secure test centers around the world. Once the new test is introduced in an area, the computer-based and paper-based tests will no longer be offered there. • Some tasks require test takers to combine more than one skill. To succeed academically in Englishspeaking colleges and universities, students need to be able to combine their language skills in the classroom. New integrated questions, or “tasks,” help students build the confi dence needed to communicate in the academic environments they plan to enter. The new integrated tasks will ask test takers to: • read, listen, then speak in response to a question • listen, then speak in response to a question • read, listen, then write in response to a question
The writing test is the third test you do on the test day. You have 60 minutes for this test. There are two tasks or parts to do. You will be given a card with the two tasks – one task on each side of the card. You can make notes or write your plans on the card but it will not be seen by the examiner.
This book is organized into twelve chapters, each of which deals with a major aspect of studying at university. Each chapter contains information, examples, quotations from students and tasks for readers to do. Answers to the tasks, where necessary, are included at the end of each chapter. We have also included a glossary at the beginning of each chapter to explain any words which may be unfamiliar, and a list of useful resources at the end of each chapter, which we hope will stimulate readers to go further in developing their studies.
Complexity itself is far from an evident notion. In this book, complexity of learning, learning tasks, and learning environments are discussed. With respect to learning and learning tasks, two related but different approaches to the definition of complexity can be taken. A first approach defines complexity in reference to the features of a learning task ....
